course material

1. Discussion: interprofessional education paper
Discussion: interprofessional education paperORDER HERE FOR ORIGINAL, PLAGIARISM-
FREE PAPERS ON Discussion: interprofessional education paperThe goal of this assignment
is to help you learn the following:Synthesize key concepts presented in this course to inform
your understanding of a real-world problem.Analyze and synthesize ideas from relevant
peer-reviewed literature to develop your own ideas, provide evidence to support your
position, and respond to any opposing perspectives.Apply critical thinking, analysis, and
writing skills to develop a well-reasoned argument with a coherent style and logical chain of
reasoning.WHAT:In this assignment, you will write a 8-10 page paper where you will
identify and analyze a contemporary problem in health professions education. The problem
may be related to professions, professionalism, socialization, diversity, interprofessional
education, or the structure of systems that shape health professions education. In addition
to analyzing readings from the course, you are required to use at least five credible (peer-
reviewed) sources and document these in your paper using the APA format. Discussion:
interprofessional education paperHOW:1. Identify an issue related to major concepts
discussed in this course: professionalism, competence, expertise, accreditation,
credentialing, socialization, professional identity development, interprofessional education,
diversity, equity, and educational scholarship.2. Search the literature which explains this
problem, or describes potential solutions3. Select at least 5 credible research articles, and
complete your annotated bibliography (credible means scholarly sources or research
studies published within the past 5-7 years)4. Draft your thesis statement taking a position
on your understanding of the issue5. Outline your argument6. Write a draft of your paper
and submit for feedback7. Revise your paper based on feedback, seeking clarification from
instructor if needed Discussion: interprofessional education
paperExample Outline: IntroductionGain audience attention: (Use a brief, powerful story to
make the issue come alive for the reader, use a shocking statistic or radical statement.)
Direct audience to need (Why should we care about this topic/issue?):Credibilityenhancing
material: (Show us enough evidence so that we trust that you know what you are talking
about. Please do NOT use the words I, WE, or YOU in a formal paper!)Thesis statement (an
assertion stating your position or stance on the issue)BackgroundSummarize 2-3 themes
from course materials (required or optional readings)Theme 1: Synthesize the perspectives
of 2-3 authorsTheme 2: Synthesize the perspectives of 2-3 authorsTheme 3: Synthesize the
perspectives of 2-3 authorsLiterature ReviewDescribe methods for search: aim, search
terms / strategy, how you narrowed down to the articles included (i.e. inclusion/exclusion

2. criteria)Summarize the characteristics of selected articlesTheme 1: Synthesize the
perspectives of 2-3 authorsTheme 2: Synthesize the perspectives of 2-3 authorsTheme 3:
Synthesize the perspectives of 2-3 authorsDiscussionSummarize key themes and findings
from your analysisDiscuss implications for practice or scholarship (answer the question “so
what”?)Discuss needed changes (answer the question “now what”?)Grading
Rubric:Standard PointsFocus: Clearly presents and defines an exigent problem in health
professions education. Builds upon relevant scholarly conversations from this course and
the broader literature. States a clear thesis.0-20____________Organization: Writing follows a
clear organizational structures, with a clear chain of reasoning connecting all sections of the
paper. Paragraphs are well organized around a single idea with a strong and coherent topic
sentence. Transitions are used to move the argument forward. Paper flows, without
redundancy, at the document and paragraph levels.0-20 ____________Development: Main
ideas are developed with compelling evidence that is analyzed, interpreted, and connected
to the thesis. The research literature is summarized and synthesized into patterns and
themes that are sufficiently discussed in relation to the problem or focus of the paper.
Multiple perspectives, research limitations, and potential objections or critiques are
addressed.0-20 ____________Mechanics & Style: Sentence structure is varied and
grammatically correct. Writing is free of spelling errors; proofreading is evident. Writing is
clear, concise, formal, interesting, in the active voice, objective, and free from bias and
anthropomorphisms. 0-20 ____________Quality of writing: Writes clearly with an introduction
that sets the stage for the paper and outlines the argument; uses paragraphs each focused
on one single idea, introduced by a topic sentence; transitions logically between ideas; uses
correct grammar and spelling; uses a style that engages the reader.0-20
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Attachment PreviewInterprofessional Education application to Dental schools in Saudi
Arabia. I. Introduction a. Gain audience attention: (Use a brief, powerful story to make the
issue come alive for the reader, use a shocking statistic or radical statement.) Direct
audience to need (Why should we care about this topic/issue?): i. Credibilityenhancing
material: (Show us enough evidence so that we trust that you know what you are talking
about. Please do NOT use the words I, WE, or YOU in a formal paper!) b. Thesis statement
(an assertion stating your position or stance on the issue) IPE is a very wide well explained
subject that when implied showed very effective outstanding outcomes in terms of; Better
diagnosis, less medical errors, job satisfaction, patient safety, ease access to health services
and increase access to health care in rural areas. Saudi Arabia is going through an era of
development and health care is one of the main keys, with IPE optimum health care will be
delivered for the people who are working or being treated. A study published in the Saudi
Dental Journal in 2006 found the prevalence of dental caries at 93.7% for 12- to 14-year-old
schoolchildren in Riyadh. The oral cavity is a mirror of the overall body, first line of defense
and early detection of diseases. In this project the need of IPE in dental education will be
explained, the effectiveness of some methods that are used and how would it be
implemented in Saudi Arabia. II. Background a. Summarize 2-3 themes from course
materials (required or optional readings) In this project the need of IPE in dental education
will be explained, the effectiveness of some methods that are used and how would it be

3. implemented in Saudi Arabia. Competencies will be defined and explained. b. Theme 1:
Collaborative network among dentists and other medical professionals would be beneficial
to patients as well as to other health care providers. This collaboration begins with the
preparation of dental students to work effectively in alliances with other health
professionals and will require support at all levels of dental education, beginning at the
highest levels of administration. c. Theme 2: Methods of applying IPE: i. Interprofessional
feedback ii. Exposure to the interprofessional clinical simulation and case study iii. Small
group participation d. Theme 3: How would it be implemented? Through dental school
under the PIPE’s The PIPEs is a quality measure and serves to guide the process of bringing
learning activities into the IPE curriculum III. IV. Literature Review a. Describe methods for
search: aim, search terms / strategy, how you narrowed down to the articles included (i.e.
inclusion/exclusion criteria) b. Summarize the characteristics of selected articles c. Theme
1: Synthesize the perspectives of 2-3 authors d. Discussion: interprofessional education
paperTheme 2: Synthesize the perspectives of 2-3 authors e. Theme 3: Synthesize the
perspectives of 2-3 authors Discussion a. Summarize key themes and findings from your
analysis b. Discuss implications for practice or scholarship (answer the question “so what”?)
c. Discuss needed changes (answer the question “now what”?) Core Competencies for
Interprofessional Collaborative Practice Sponsored by the Interprofessional Education
Collaborative* Report of an Expert Panel May 2011 *IPEC sponsors: American Association
of Colleges of Nursing American Association of Colleges of Osteopathic Medicine American
Association of Colleges of Pharmacy American Dental Education Association Association of
American Medical Colleges Association of Schools of Public Health This document may be
reproduced, distributed, publicly displayed and modified provided that attribution is clearly
stated on any resulting work and it is used for non-commercial, scientific or educational—
including professional development—purposes. If the work has been modified in any way
all logos must be removed. Contact ip@aamc.org for permission for any other use.
Suggested citation: Interprofessional Education Collaborative Expert Panel. (2011). Core
competencies for interprofessional collaborative practice: Report of an expert panel.
Washington, D.C.: Interprofessional Education Collaborative. Photo Credit Libby
Frost/University of Minnesota Family Medicine and Community Health Core Competencies
for Interprofessional Collaborative Practice Report of an Expert Panel Core Competencies
for Interprofessional Collaborative Practice Report of an Expert Panel This report is
inspired by a vision of interprofessional collaborative practice as key to the safe, high
quality, accessible, patient-centered care desired by all. Achieving that vision for the future
requires the continuous development of interprofessional competencies by health
professions students as part of the learning process, so that they enter the workforce ready
to practice effective teamwork and team-based care. Our intent was to build on each
profession’s expected disciplinary competencies in defining competencies for
interprofessional collaborative practice. These disciplinary competencies are taught within
the professions. The development of interprofessional collaborative competencies
(interprofessional education), however, requires moving beyond these profession-specific
educational efforts to engage students of different professions in interactive learning with
each other. Being able to work effectively as members of clinical teams while students is a

4. fundamental part of that learning. ©2011 American Association of Colleges of Nursing,
American Association of Colleges of Osteopathic Medicine, American Association of Colleges
of Pharmacy, American Dental Education Association, Association of American Medical
Colleges, and Association of Schools of Public Health. May be reproduced and distributed
according to the terms set forth in this document. i Core Competencies for Interprofessional
Collaborative Practice Report of an Expert Panel Table of Contents Organization of Report 1
Setting the Parameters Operational Definitions 1 2 Why Interprofessional Competency
Development Now? Interprofessional education, by profession 3 5 The Concept of
Interprofessionality 8 Frameworks Reflective of the Interdependence between Health
Professions’ Education and Practice Needs 9 The Competency Approach to Health
Professions Education and Interprofessional Learning 12 Interprofessional Competencies
13 Developing Interprofessional Education Competencies for Interprofessional
Collaborative Practice in the U.S. 14 Core Competencies for Interprofessional Collaborative
Practice Competency Domain 1: Values/Ethics for Interprofessional Practice Competency
Domain 2: Roles/Responsibilities Competency Domain 3: Interprofessional Communication
Competency Domain 4: Teams and Teamwork 15 17 20 22 24 Competencies, Learning
Objectives and Learning Activities 26 Learning Activities, Examples 28 Stages of
Competency Development 30 Discussion: interprofessional education paperTheories
Informing Interprofessional Education 33 Key Challenges to the Uptake and
Implementation of Core Interprofessional Competencies 34 Scope of This Report 36
References 39 Appendix – Interprofessional Education Collaborative, Expert Panel Charge,
Process and Panel Participants 45 ©2011 American Association of Colleges of Nursing,
American Association of Colleges of Osteopathic Medicine, American Association of Colleges
of Pharmacy, American Dental Education Association, Association of American Medical
Colleges, and Association of Schools of Public Health. May be reproduced and distributed
according to the terms set forth in this document. iii Core Competencies for
Interprofessional Collaborative Practice Report of an Expert Panel Organization of Report
This report is organized in the following fashion: first, we provide key definitions and
principles that guided us in identifying core interprofessional competencies. Then, we
describe the timeliness of interprofessional learning now, along with separate efforts by the
six professional education organizations to move in this direction. We identify eight reasons
why it is important to agree on a core set of competencies across the professions. A concept-
interprofessionality- is introduced as the idea that is foundational to the identification of
core interprofessional competency domains and the associated specific competencies.
Interprofessional education has a dynamic relationship to practice needs and practice
improvements. In the concluding background section, we describe three recently developed
frameworks that identify interprofessional education as fundamental to practice
improvement. Then, the competency approach to learning is discussed, followed by what
distinguishes interprofessional competencies. We link our efforts to the five Institute of
Medicine (IOM) core competencies for all health professionals (IOM, 2003). The
introduction and discussion of the four competency domains and the specific competencies
within each form the core of the report. We describe how these competencies can be
formulated into learning objectives and learning activities at the pre-licensure/pre-

5. certifying level, and name several factors influencing choice of learning activities. Educators
are now beginning to develop more systematic curricular approaches for developing
interprofessional competencies. We provide several examples. We conclude the report with
discussion of key challenges to interprofessional competency development and
acknowledge several limitations to the scope of the report. An appendix describes the goals
of the IPEC group that prompted the development of this report, the panel’s charge, process
and participants. Setting the Parameters Preliminary work to review previously identified
interprofessional competencies and related frameworks, along with core background
reading on competency development, preceded our face-to-face, initial meeting. Consensus
working definitions of interprofessional education and interprofessional collaborative
practice were agreed to at that meeting. The need to define the difference between
teamwork and team-based care as different aspects of interprofessional collaborative
practice, and agreement on competency definitions came later in our work. The definitions
we chose for interprofessional education and interprofessional collaborative practice are
broad, current, and consistent with language used widely in the international community.
Discussion: interprofessional education paperTeamwork and team-based care definitions
distinguish between core processes and a form of interprofessional care delivery.
Competency definitions are consistent with the charge given to the expert panel by the
Interprofessional Education Collaborative. ©2011 American Association of Colleges of
Nursing, American Association of Colleges of Osteopathic Medicine, American Association of
Colleges of Pharmacy, American Dental Education Association, Association of American
Medical Colleges, and Association of Schools of Public Health. May be reproduced and
distributed according to the terms set forth in this document. 1 Core Competencies for
Interprofessional Collaborative Practice Report of an Expert Panel Operational Definitions
Interprofessional education: “When students from two or more professions learn about,
from and with each other to enable effective collaboration and improve health outcomes”
(WHO, 2010) Interprofessional collaborative practice: “When multiple health workers from
different professional backgrounds work together with patients, families, carers [sic], and
communities to deliver the highest quality of care” (WHO, 2010) We agreed that the
competency domains and specific competencies should remain general in nature and
function as guidelines, allowing flexibility within the professions and at the institutional
level. Faculty and administrators could access, share, and build on overall guidelines to
strategize and develop a program of study for their profession or institution that is aligned
with the general interprofessional competency statements but contextualized to individual
professional, clinical, or institutional circumstances. We identified desired principles of the
interprofessional competencies: u Patient/family centered (hereafter termed “patient
centered”) u Community/population oriented u Relationship focused Interprofessional
teamwork: The levels of cooperation, coordination and collaboration characterizing the
relationships between professions in delivering patient-centered care u Process oriented u
Linked to learning activities, educational strategies, and behavioral assessments that are
developmentally appropriate for the learner u Able to be integrated across the learning
continuum Interprofessional team-based care: Care delivered by intentionally created,
usually relatively small work groups in health care, who are recognized by others as well as

6. by themselves as having a collective identity and shared responsibility for a patient or
group of patients, e.g., rapid response team, palliative care team, primary care team,
operating room team u Sensitive to the systems context/applicable across practice settings
u Applicable across professions u Stated in language common and meaningful across the
professions u Outcome driven Professional competencies in health care: Integrated
enactment of knowledge, skills, and values/attitudes that define the domains of work of a
particular health profession applied in specific care contexts Interprofessional
competencies in health care: Integrated enactment of knowledge, skills, and
values/attitudes that define working together across the professions, with other health care
workers, and with patients, along with families and communities, as appropriate to improve
health outcomes in specific care contexts Interprofessional competency domain: A generally
identified cluster of more specific interprofessional competencies that are conceptually
linked, and serve as theoretical constructs (ten Cate & Scheele, 2007) ©2011 American
Association of Colleges of Nursing, American Association of Colleges of Osteopathic
Medicine, American Association of Colleges of Pharmacy, American Dental Education
Association, Association of American Medical Colleges, and Association of Schools of Public
Health. May be reproduced and distributed according to the terms set forth in this
document. 2 Core Competencies for Interprofessional Collaborative Practice Report of an
Expert Panel Why Interprofessional Competency Development Now? “ Why do we need to
educate teams for the delivery of health care? Who should be educated to serve on health
delivery teams? How should we educate students of health professions in order that they
might work in teams (emphasis on classroom and basic behavioral and biological sciences
curriculum)? How should we educate students and health professionals in order that they
might work in teams (emphasis on clinical training)? What are the requirements for
educating health professionals to practice in health care delivery teams? What are the
obstacles to educating health professionals to practice in health care ” delivery teams? (IOM,
1972, pp. 1-2) Currently, the transformation of health professions education is attracting
widespread interest. The transformation envisioned would enable opportunities for health
professions students to engage in interactive learning with those outside their profession as
a routine part of their education. The goal of this interprofessional learning is to prepare all
health professions students for deliberatively working together with the common goal of
building a safer and better patient-centered and community/population oriented U.S. health
care system. Interest in promoting more team-based education for U.S. health professions is
not new. At the first IOM Conference, “Interrelationships of Educational Programs for
Health Professionals,” and in the related report “Educating for the Health Team” (IOM,
1972), 120 leaders from allied health, dentistry, medicine, nursing, and pharmacy
considered key questions at the forefront of contemporary national discussions about
interprofessional education. Discussion: interprofessional education paperThe move to
encourage team-based education at that time grew out of several assumptions made by that
IOM Committee: that there were serious questions about how to use the existing health
workforce optimally and cost-effectively to meet patient, family, and community health care
needs; that educational institutions had a responsibility not only to produce a healthcare
workforce that was responsive to health care needs but also to ensure that they could

7. practice to their full scope of expertise; that optimal use of the health professions workforce
required a cooperative effort in the form of teams sharing common goals and incorporating
the patient, family, and/or community as a member; that this cooperation would improve
care; and that the existing educational system was not preparing health professionals for
team work. Almost 40 years later, these issues are still compelling. The 1972 Conference
Steering Committee recommendations were multilevel: organizational, administrative,
instructional, and national. At the organizational and instructional levels, they cited the
obligation of academic health centers to conduct interdisciplinary education and patient
care; to develop methods to link that education with the “practical requirements” of health
care; to use clinical settings, especially ambulatory settings, as sites for this education; to
integrate classroom instruction in the humanities and the social and behavioral sciences;
and to develop new faculty skills in instruction that would present role models of
cooperation across the health professions. At the national level, the recommendations called
for developing a national “clearinghouse” to share instructional and practice models;
providing government agency support for innovative instructional and practice models, as
well as examining obstacles to such efforts; and initiating a process in the IOM to foster
interdisciplinary education in the health professions. These recommendations have
currency today. ©2011 American Association of Colleges of Nursing, American Association
of Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy,
American Dental Education Association, Association of American Medical Colleges, and
Association of Schools of Public Health. May be reproduced and distributed according to the
terms set forth in this document. 3 Core Competencies for Interprofessional Collaborative
Practice Report of an Expert Panel The IOM report encouraged funding for educational
demonstrations of interdisciplinary professional education in the Health Resources and
Services Administration (HRSA), and the effort garnered substantial foundation support.
However, such programs remained largely elective, dependent on this external support, and
targeted small numbers of students. Several intra- and interprofessional factors limited
“mainstreaming” of interprofessional education during this time (Schmitt, Baldwin, &
Reeves, forthcoming). Reports between then and now (e.g., O’Neil & the Pew Health
Professions Commission, 1998) have made similar recommendations, and interprofessional
care has found traction in numerous specialized areas of health care. However, with the
isolation of health professions education from the practice of health care, practice realities
have not been sufficient to motivate fundamental health professions’ educational changes.
Compelling larger-scale practice issues that emerged in the past decade have prompted
broad-based support for changes in health professions education, including interactive
learning to develop competencies for teamwork and team-based care. Widespread patient
error in U.S. hospitals associated with substantial preventable mortality and morbidity, as
well as major q …Discussion: interprofessional education paper